The curriculum of the future. Ahead of its time?

The future of the course is challenging. That possibility has not been fully utilized yet. The time has come for the curriculum to play its role in personal, collective, national, and global development. It shapes the future we deserve, the future we do not know, and the future we want to depart for the next generation. Business and education partnership In the United States, the 21st century learning partnership (formerly known as the 21st century skill partnership) has been the leader of business and education to discuss 21st century skills on global dialogue since 2002 It links policy decision makers. The P21 framework that dislikes importance for all students identifies the skills, knowledge and expertise necessary for the students to succeed in the work and life of the 21st century.

Education is the cause of the future. It will take years from the assumption of a new role to the development of a new curriculum, the educational process, the employment of the graduates under the new curriculum, and the influence of the change. Therefore, changes in education of today will be realized for many years. Therefore, universities need to play a role of restructuring so that experts can respond to changes in the environment.

The role of the pharmacist in the medical system - the preparation for the future pharmacist: the development of the curriculum, the 3rd World Health Organization Pharmacist Advisory Group, Vancouver, Canada, August 27 - 29, 1997

As usual, the world of work is more advanced than education. Education has not changed rapidly. Employers are not simply courses, they are seeking assignable skills. According to a survey of university graduates employing university graduates, the highest skill shows that over 50% of respondents are seeking skills. Percentage of related attributes and employers Leadership (80%) can belong to the team (79%) and interpersonal skills (58%) communication skills: writing 70% and verbally (69%) problem solving (70 Analytical and quantitative skills (63%) Technology with strong professional ethics (69%), initiatives (66%), flexibility / adaptability (61%), detailed oriented (53%) technology (60%) , Computer skills (55%)